scholarly journals Transforming Through Reflection: Use of Student-Led Reflections in the Development of Intercultural Competence during a Short-Term International Immersion Experience

2020 ◽  
Author(s):  
Diane Ceo-DiFrancesco ◽  
Leah Dunn ◽  
Nathalie Solorio
Keyword(s):  
Service Learning ◽  
Health Care Professionals ◽  
Intercultural Competence ◽  
Learning Experience ◽  
Cultural Immersion ◽  
Short Term ◽  
Future Action ◽  
International Immersion ◽  
Change Factor ◽  
Immersion Experience

Purpose: Curricular integration designed to include cultural competence standards for health care professionals is paramount to preparing students to meet the needs of a growing diverse population in the U.S. The purpose of this research is to examine the cultural competency development of occupational therapy students, and to report on their reflections and perspectives during a two-week immersive and service-learning experience in Guatemala. Methods: As intercultural competence is a highly personal trait, the study used a descriptive qualitative research design gaining participants’ perspectives of the short-term international immersion experience through student-led reflective focus groups, using an open discussion format, during the immersion experience. Results: Data analysis yielded three themes: Do, Experience, Understand; Change Factor; and Future Action that represent the student perspective in a cultural immersion experience. The first theme: Do, Experience, Understand encompassed participants’ discussion of how fully engaging in a culture different than their own was necessary to understand differences and commonalities. The second theme: Change Factor included expressions of dissonance in level of physical, emotional, and mental comfort that prompted a transformation within the student. The final theme: Future Action, described a tangible outcome from the immersion experience. By engaging with a different culture, participants experienced a transformation, leading to sharing of their desire to continue their advocacy efforts on behalf of others. Conclusion: Reflection became a key element in the transformative nature of the learning experience. It became obvious that a safe environment in which to share dreams, doubts, cultural missteps and successful moments was necessary for coping with feelings of dissonance. The safe sharing environment added to the cohesiveness of the group, lowered anxiety and provided opportunities for learning. Participants’ verbalized descriptions of transformative learning necessary in the development of intercultural competency during an international cultural immersion experience. By participating in a cultural immersion experience integrated into their curricular program, students began to articulate cultural competencies required to consider multiples lenses, perspectives and backgrounds of their future clients.

scholarly journals The Impact of Cultural Immersion Experience on Identity Transformation Process

2021 ◽  
Vol 18 (5) ◽  
pp. 2680
Author(s):  
Gloria Onosu
Keyword(s):  
Service Learning ◽  
Cultural Awareness ◽  
Local Community ◽  
Transformation Process ◽  
Identity Transformation ◽  
Cultural Immersion ◽  
Structured Interviews ◽  
Self Identity ◽  
Immersion Experience ◽  
The Impact

This study focused on understanding the cultural immersion experience of students who participated in Study Abroad Programs (SAP) and Global Service Learning Programs (GSL). The study looked at how the immersion experience impacted the participants’ view of self and others upon re-entry into their local community. Specifically, we applied the perspective transformation theoretical framework to analyze the extent to which participation in cultural immersion programs transforms students’ perceptions of self and others. The analysis of the semi-structured interviews suggested that by engaging in intentional immersion and guided reflections, participants became aware of the need to reevaluate their perspectives, expectations, and assumptions about self and others. We also found that there were differences in the way participants experienced the cultural immersion process and the impact it had on cultural awareness and self-identity.

scholarly journals Global U: Exploring Curricular Development and Outcomes in Three University of Utah Experiential Learning Abroad Programs

2020 ◽  
Vol 6 (1) ◽  
pp. 36-45
Author(s):  
Lisa H. Gren ◽  
L. Scott Benson ◽  
Caren J. Frost
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Mission Statement ◽  
Learning Experience ◽  
Authentic Learning ◽  
The United States ◽  
Global Learning ◽  
Short Term ◽  
University Of Utah ◽  
The University

The University of Utah is a publicly funded, R1 university located in the United States, with a mission statement that includes recognition of its global role, asserting that “. . . we engage local and global communities to promote education, health, and quality of life.” As part of that engagement, the University of Utah has offered learning abroad opportunities since 1967. Approximately 1 in 10 students participates in a global learning experience, and 80% of programs are short term (defined as 10 weeks or less). The pedagogical theories that guide these short-term programs are experiential learning, authentic learning, and intentional targeted intervention. We describe three short-term learning abroad programs in public health and social work—for students at the high school, undergraduate, and graduate level—connecting the reported benefits to the pedagogical model and theories used to develop the specific curriculum for these short-term programs. Faculty use a variety of reflective tools to help students learn to function in their new setting (experiential learning); explore and meaningfully construct concepts and relationships as they address real-world problems (authentic learning); and facilitate intercultural growth (intentional targeted learning). The University of Utah has adapted a three-stage model for learning abroad that incorporates principles from these theories to drive program activities: Plan (predeparture), Learn (program participation), and Integrate (postprogram). Immediate benefits to students of participating in a global-learning experience include intercultural learning, personal, and career development. Benefits to faculty include scholarly products in the domains of education and service learning, community-engaged participation, and research.

Effects of a small-scale, very short-term service-learning experience on college students

2005 ◽  
Vol 28 (3) ◽  
pp. 359-368 ◽  
Author(s):  
Virginia A. Reed ◽  
G. Christian Jernstedt ◽  
Jill K. Hawley ◽  
Emily S. Reber ◽  
Courtney A. DuBois
Keyword(s):  
College Students ◽  
Service Learning ◽  
Learning Experience ◽  
Small Scale ◽  
Short Term

scholarly journals Assessing the impact of a short-term service-learning clinical experience on the development of professional behaviors of student physical therapists: A pilot study

2014 ◽  
pp. 130-143 ◽  
Author(s):  
Jeannette Renee Anderson ◽  
Leslie Taylor ◽  
Julie Gahimer
Keyword(s):  
Service Learning ◽  
Qualitative Data ◽  
Physical Therapists ◽  
Learning Experience ◽  
Provider Education ◽  
Short Term ◽  
Professional Behaviors ◽  
Behavior Development ◽  
Physical Therapy Programs ◽  
The Impact

As with most health care provider education programs, physical therapy programs seek ways to develop professional behaviors of students. This study describes the integration of a one-week service-learning experience into an existing clinical internship. Quantitative and qualitative data were analyzed between groups of students who participated in the experience, expressed a desire to participate but were unable to, and those who did not wish to participate.  Results suggest that engaging in, as well as the desire to engage in, a service-learning project for under-served members of our community is associated with professional behavior development from students’ and clinical preceptors’ perspectives. 

scholarly journals Cultural Immersion: A Trigger for Transformative Learning

2020 ◽  
Vol 9 (2) ◽  
pp. 20
Author(s):  
Oghenebruphiyo Gloria Onosu
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Attitude Change ◽  
Cultural Immersion ◽  
Personal Factors ◽  
Learning Program ◽  
Immersion Experience ◽  
Global Service Learning ◽  
Study Abroad Program ◽  
The Impact

This study examines the cultural immersion experience of 26 students who participated in either a study abroad program (SAP) or global service learning program (GSL). Specifically, the study investigates the transformative learning before, during, and after cultural immersion and the impact it had on participants’ attitudes toward diverse others. The findings indicate that attitude change during and after the cultural immersion experience is a multi-dimensional and unique process that differs for individuals. Additionally, the results suggest that during cultural immersion, certain program factors and personal factors are essential for transformative learning to occur. These factors include intentionality in pre-immersion preparation, the intensity of cultural immersion, and willingness to engage in reflection during post-immersion.

scholarly journals Concept Map Assessment Reveals Short-Term Community-Engaged Fieldwork Enhances Sustainability Knowledge

2020 ◽  
Vol 19 (3) ◽  
pp. ar38
Author(s):  
Jessica L. Pruett ◽  
Emily G. Weigel
Keyword(s):  
Service Learning ◽  
Concept Maps ◽  
Learning Experience ◽  
Concept Map ◽  
Sustainability Education ◽  
Short Term ◽  
Pedagogical Approach ◽  
Laboratory Course ◽  
Conceptual Changes ◽  
Sustainability Learning

Student-generated concept maps in an undergraduate ecology laboratory course were used to examine the benefit of community-engaged fieldwork on sustainability learning. This short-term service-learning experience led to conceptual changes in sustainability knowledge and is a promising pedagogical approach in sustainability education.

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